O ensino de história e os desafios da docência na educação de jovens e adultos no município de Macapá-AP

Abstract

What challenges are found in the teaching of history in the 3rd and 4th stages of the Youth and Adult Education (EJA) of elementary school in the city of Macapa? Aiming to find answers to this problem the aim of this study is to diagnose the challenges in practice of history teaching for Youth and Adults (EJA) in the city of Macapa Amapa state capital. The work involved a field survey, where data were collected through instruments such as, participant observation, literature analysis, questionnaires for history teachers working with the 3rd and 4th stages of elementary school. Through content analysis it was possible to survey the reality faced by these teachers in significantly classrooms. It was found that teachers face many challenges in the history of teaching as lack of qualification in the initial training to meet the EJA, lack of effective public policies, difficulty to meet the diversity of students, disrupts schools, lack of adequate teaching materials to EJA, as well as the lack of attention within the educational institutions and maintainers of education agencies specifically for planning, projects, continuing education; the teaching methods can be defined in the conviviality of educational work among students and the teacher. This research contributes to reflect on the challenges of pedagogical practice of history teaching in adult education from the vision of teachers who work in the city of Macapa. Provides subsidies for execution of public policies tailored to the needs of the subjects of EJA also suggests a detailed study of the profile of the student who attends the EJA in Macapa that your reality is the starting point of educational activities; to contribute to rethink curricula, the use of methodologies and teaching materials suited to their needs. The problematizations and reflections on the teaching of history should undergo discussions and studies giving visibility to the pedagogical professionals and students involved in the historical realities of the Youth and Adult Education